Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Tarbiyah Darussalam : Jurnal Ilmiah Kependidikan dan Keagamaan International Journal of Educational Narratives
M. Yusron Maulana El Yunusi
Universitas Sunan Giri Surabaya
Religion Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN BUDAYA RELIGIUS PESERTA DIDIK Ohan supriatna; M. Yusron Maulana El Yunusi; Eli Masnawati
TARBIYAH DARUSSALAM: JURNAL ILMIAH KEPENDIDIKAN DAN KEAGAMAAN Vol. 10 No. 01 (2026): Tarbiyah Darussalam : Jurnal Ilmiah Kependidikan dan Keagamaan
Publisher : Fakultas Tarbiyah IAI Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58791/tadrs.v10i01.688

Abstract

Abstract This article aims to describe the role of Islamic Religious Education Teachers (GPAI) in enhancing students' religious culture. This research is a qualitative study using data collection techniques through observation, interviews, and documentation. The results show that GPAI plays a strategic role as educators, role models, spiritual guides, motivators, and guardians of religious habits. Religious culture is realized through ubudiyah yaumiyah programs such as dhuha prayer and congregational dhuhur prayer, tadarus (Islamic study), istighosah (Islamic study), and the School of Quranic Recitation Movement. This success is supported by school policies and parental support, while obstacles include the suboptimal involvement of non-PAI teachers and the lack of continuity in habituation at home.  Keywords: Islamic Education Teacher; Religious Culture; Students   Abstrak Artikel ini bertujuan mendeskripsikan peran Guru Pendidikan Agama Islam (GPAI) dalam meningkatkan budaya religius peserta didik. Penelitian ini merupakan penelitian kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa GPAI berperan strategis sebagai pendidik, teladan, pembimbing spiritual, motivator, dan pengawal pembiasaan ibadah. Budaya religius diwujudkan melalui program ubudiyah yaumiyah seperti sholat dhuha, sholat dhuhur berjamaah, tadarus, istighosah, dan Gerakan Sekolah Mengaji. Keberhasilan tersebut didukung oleh kebijakan sekolah dan dukungan orang tua, sementara hambatannya meliputi keterlibatan guru non-PAI yang belum optimal dan kurangnya kesinambungan pembiasaan di rumah.   Kata kunci: Guru PAI; Budaya Religius; Peserta Didik
From Doubt to Drive: Students’ Lived Narratives of Motivation, Self-Regulated Learning, and Social Support as Pathways to Academic Success in Indonesian Senior High Schools M. Yusron Maulana El Yunusi; Didit Darmawan; Vugar Abdullayev
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.3847

Abstract

Background. Academic achievement in Indonesian senior high schools is increasingly challenged by heightened competition, uneven access to digital learning resources, and variability in students’ psychological preparedness. Despite widespread implementation of digital tools and social support programs, there remains uncertainty regarding which factors most strongly influence student success in this rapidly changing educational landscape. Identifying the key predictors of academic performance is therefore critical to inform targeted interventions that can address both equity and effectiveness in student learning outcomes. Purpose. This study aims to examine the effect of learning motivation, academic self-efficacy, digital skills, self-regulated learning strategies, and academic social support on academic performance of public senior high school students in Surabaya. Method. The research method used was quantitative with an explanatory survey approach. The sample consisted of 387 public senior high school students in Surabaya selected using purposive sampling technique. Data collection was conducted through an online Likert-scale questionnaire distributed via Guidance and Counseling teachers for three days. The research instrument had been tested for validity and reliability with Cronbach’s Alpha values for each variable above 0.82. Data analysis technique used multiple linear regression with SPSS version 26. Results. Simultaneously, all five independent variables had a significant effect on academic performance, explaining 38.9% of the variance (R² = 0.389, p < 0.001). Partially, learning motivation (? = 0.27, p = 0.002), academic self-efficacy (? = 0.35, p < 0.001), and self-regulated learning strategies (? = 0.23, p = 0.005) had positive and significant effects on academic performance. Digital skills (? = 0.08, p = 0.124) and academic social support (? = 0.06, p = 0.187) did not significantly affect performance. Academic self-efficacy was the most dominant contributing factor. Conclusion. The findings indicate that students’ internal psychological factors, particularly academic self-efficacy and self-regulated learning strategies, are more strongly associated with academic performance than digital competence and social support. The study recommends interventions aimed at enhancing these internal factors to improve student academic outcomes.
Co-Authors Didit Darmawan Eli Masnawati Ohan Supriatna Vugar Abdullayev